A source for effective strategies and solutions for schools most common and uncommon challenges.

Main menu

Tag Archives: Accommodations

The National Dissemination Center for Children with Disabilities (NICHCY) explains that hearing loss falls into four subcategories: conductive, sensorineural, mixed and central. These identify the location in the body in which the hearing impairment occurs. Hearing aids and other sound amplifying assistive technologies (AT) often work for students with conductive hearing loss, as their impairments stem from the outer or middle ear. Such does not hold true with sensorineural, mixed and central hearing losses, as these impairments stem from the inner ear, the central nervous system or a combination of the two. Typically, hearing loss is categorized as slight, mild, moderate, severe or profound, depending on how well an individual can hear the frequencies that are commonly associated with speech.

Educational Challenges

Educational obstacles related to hearing impairments stem around communication. A student with a hearing impairment may experience difficulty in:

the subjects of grammar, spelling and vocabulary

taking notes while listening to lectures

participating in classroom discussions

watching educational videos

presenting oral reports

Underscoring the difficulty that students with hearing impairments may have in presenting oral reports are the potential language development problems linked to hearing impairments. Arizona’s Department of Education’s Parent Information Network notes that, “Since children with hearing impairments are unable to receive some sounds accurately, they often cannot articulate words clearly.”

Tips for Teachers: Helping the Child with Cancer

• If possible, visit or call the child in the hospital or at home. Let them know you are thinking of them.

• Children will benefit from talking with teachers, parents, or hospital personnel in preparation for the return to school. They will cope far better knowing what to expect, and how to respond. They also need a chance to express their worries and concerns and to know how these will be addressed.

• Be alert to rumours on the school yard and attempt to dispel them as soon as possible. It may be helpful to have a standard response to inquiries, with approval from the family (e.g., “He’s getting excellent care and we are hopeful he will get well.”).

• Work with families and hospital staff to develop an educational program that will meet the child’s needs. Let the child know that you will help them continue with their education and stay connected with their friends.

• When the child returns to school designate a person who the child knows well as a “go to” person. This individual can check in with the child regularly, and be available if the student needs to let someone know they are physically or emotionally uncomfortable.

• Most children who attend school report that they just want to be treated like everyone else. As hard as it may be, try not to be overprotective. Normalize the child’s school experience as much as possible, while adjusting expectations when needed.

• When the child cannot attend for longer periods of time, establish regular contact with the parents or a liaison from the treatment centre. Plan ways that classmates can maintain regular contact with the child.

• Encourage a supportive classroom environment

CureSearch for Children’s Cancer Series- Guidance for school personnel

LIVESTRONG at School program

The LIVESTRONG at School program uses national standards-based lessons to teach your students about the realities of cancer. While it is a difficult subject to talk about with kids, it is important for students to understand what cancer is and how it can be treated. In addition, this program informs your students about ways that they can make a difference and help those with cancer. The downloadable lessons and printable worksheets below make it easy for you to share this valuable information with your class. Questions and Answers about Cancer

Like this:

Active and inattentive students can be difficult to support in the classroom. In my experience the number one intervention is developing a trusting student/ teacher relationship. The second most successful intervention is high quality instruction that is predictable and measured. Below are some links to help with the process.

Example: The student has severe allergic reactions to certain pollens and / or foods. For purposes of this example the condition substantially limits the major life activity of breathing and may interfere with the students’ ability to get to school or participate once there.

· Train for proper dispensing, monitoring, and distribution of medications and monitoring for side effects

· Address pets / animals in the classroom

Arthritis

Example: A student with severe arthritis may have persistent pain, tenderness or swelling in one or more joints. A student experiencing arthritic pain may require a modified physical education program. For purposes of this example, the condition substantially limits the major life activity of learning.

· Make available access to wheelchair / ramps and school van / bus for transportation

· Provide time for massage or exercise

· Adjust recess time and activities

· Provide peer support groups

· Instructional aide supports

· Record lectures / presentations

· Padded chairs / comfortable seating

· Adjust attendance policy

· Altered school day

· Extra set of books for home

· Warmer room and seating near heat source

· Allow student to respond orally for assignments, tests, etc.

· Awareness program for staff and students

· Monitor special dietary considerations

· Involve school nurse in health protocols and decision making

· Provide post-secondary or vocational transition planning

Asthma

Example: A student has been diagnosed as having severe asthma. The doctor has advised the student not to participate in physical activity outdoors. For purposes of this example, the disability limits the major life activity of breathing.

· Have peers available to carry materials to and from classes (e.g. lunch tray, books, etc.)

· Make health care needs known to appropriate staff

· Place student in most easily controlled environment

· Provide indoor space for before and / or after school activities

· Provide rest periods

Bipolar Disorder or Mood Disorder – NOS (not otherwise specified)

Example: The student was diagnosed as having a bipolar disorder, however the severity (frequency, intensity, duration considerations) of the condition did not qualify the student for Special Education support under IDEA. A properly convened 504 team determined that the condition did significantly impair the major life activity of learning and designed a 504 accommodation plan for the student.

Possible accommodations and services:

· Break down assignments into manageable parts with clear, simple directions, given one at a time

· Plan advanced preparation for transition

· Monitor clarity of understanding and alertness

· Provide extra time on tests, class work, and homework if needed

· Strategies in place for unpredictable mood swings

· Provide appropriate staff training for mood swings

· Create awareness by staff of potential victimization from other students

· Allow most difficult subjects at times when student is most alert

· Implement a crisis intervention plan for extreme cases where students is out of control and may do something impulsive or dangerous

· Consider home instruction for times when the student’s mood disorder make it impossible for him / her to attend school for an extended period

· Adjusted passing time

Cancer (or other long-term medical concerns)

Example: A student with a long-term medical problem may require special accommodations. A condition, such as cancer, may substantially limit the major life activities of learning and caring for oneself (e.g. a student with cancer may need a class schedule that allow for rest and recuperation following chemotherapy or other treatment).

Possible accommodations and services:

· Adjust attendance policy

· Limit number of classes taken; accommodate scheduling needs

· Hospital-bound instruction (this is sometimes arranged through the hospital)

· Home-bound instruction

· Take whatever steps necessary to accommodate student involvement in extracurricular activities if they are otherwise qualified

· Adjust activity level and expectations in classes based on physical limitations; don’t require activities that are physically taxing

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

· Provide appropriate assistive technology

· Provide a private rest area

· Adjusted school day

· Send additional sets of texts and assignments to hospital schools

· Adjust schedule to include rest breaks

· Tape lessons, adjust expectations for homework and assessment

· Provide counseling; peer support

· Adapt physical education

· Provide access to school health services

· Provide awareness training for staff and students as appropriate

· Develop health care emergency plan

· Peer tutor

· Student buddy for participation in sports

· Initiate a free pass system from the classroom

· Ongoing home / school communication plan

· Notify family of communicable diseases at school

· Designate a person in school to function as liaison with parents as a means of updating changing health status

· Adjusted passing time

Cerebral Palsy

Example: The student has serious difficulties with fine and gross motor skills, although cognitive skills are within the average to above average range. A wheelchair is used for mobility. For purposes of this example, the condition substantially limits the major life activity of walking.

Possible accommodations and services:

· Assistive technology devices

· Arrange for use of ramps and elevators

· Allow for extra time between classes

· Assistance with carrying books, materials, lunch tray, etc.

· Adapt physical education curriculum

· Provide for physical therapy as appropriate

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

Example: The student frequently misses school and does not have the strength to attend a full day. For purposes of this example, the student has a record of a disability which substantially limits the major life activity of learning.

Possible accommodations and services:

· Review district policies regarding communicable diseases

· In-service staff (and students as appropriate) regarding the disease, how it is transmitted, how it is treated (consult appropriate district policies)

· In-service staff regarding confidentiality issues

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

· Adjust attendance policies, school day, and / or schedule

· Provide rest periods

· Adapt Physical Education curriculum

· Establish routine communication with health professionals, school nurse, and home

Example: The student has an extensive medical history, which includes the diagnosis of cystic fibrosis. He has significant difficulty breathing and will be absent often due to respiratory infection. For purposes of this example, learning and breathing are the major life activities that are substantially impaired.

Possible accommodations and services:

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

· Health care plan for management of acute and chronic phases

· Establish routine communication with health professionals, school nurse, and home

· Adjust attendance policies, school day, and / or schedule

· Educate peers / staff with family permission

· Home-bound instruction

· Adapted assignments / tests

· Tutoring

· Support group

· Adapt Physical Education curriculum

· Allow for rest periods

· Transportation

Deaf / Hearing Impairment

Example: A student was diagnosed with a substantial hearing impairment at an early age, which resulted in hearing loss and a mild speech impediment. He compensates through both lip reading and sign language. Academic abilities test in the average range. For purposes of this example, hearing is the major life activity that is substantially impaired.

Possible accommodations and services:

· Allow for written directions / instructions in addition to oral presentation

Example: A sixth grade student with Type I Diabetes requires numerous accommodations to maintain optimal blood sugar, even though he is quite independent in managing the disease. For purposes of this example, he is substantially limited in the major life activity of caring for oneself.

Possible accommodations and services:

· Assistance with and privacy for blood glucose monitoring or insulin injections

· Snacks / meals when and wherever necessary

· Free access to water and bathroom

· Full participation in any extra-curricular programs

· Scheduling physical education around meal times

· Allowances for increased absences

· Health care plan for management of condition in the school setting and in emergencies

· Provide assistance to walk to the clinic if the student is feeling poorly

· Create an emergency signal with office to alert health personnel when they need to come to the child

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

· Establish routine communication with health professionals, school nurse, and home

· Store equipment and documentation in a readily accessible location for student, family, and school nurse or health secretary

Emotionally Disturbed

Example: An emotionally disturbed student may need an adjusted class schedule or assignments due to allow for regular counseling or therapy. For purposes of this example, the condition substantially limits the individual’s major life activity of learning.

Possible accommodations and services:

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

Example: A student urinates or defecates in clothing, not because of physical incontinence but a needed behavior change (e.g. toilet training, bowel / bladder retraining, etc.) For purposes of this example, the student is substantially limited in the major bodily function of bowel and / or bladder functioning and the major life activity of caring for oneself.

· Maintain clean change of clothing at school in the clinic or alternate location

· Record events to attempt to determine consistent triggers of behavior

· Establish home, school, medical personnel communication

· Support bowel / bladder retraining program that is recommended by physician

· Schedule time for student to use the restroom

Epilepsy (other seizure disorder)

Example: The student is on medication for seizure activity, but experiences several petit mal seizures each month. This condition substantially limits the major life activity of learning.

Possible accommodations and services:

· Consistent school, home, medical personnel communication

· Documentation procedure to record and communicate characteristics of each seizure

· Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

· Train staff and peers as appropriate

· Develop health plan and emergency protocol

· Anticipate process should a seizure occur: Move seating / clear space during seizure, do not insert objects into student’s mouth during seizure, administer no fluids if student is unconscious, turn unconscious student on side to avoid aspiration, provide rest time, accommodate return to academic demands following seizure, etc.

· Arrange a buddy system or adult assistance, especially during field trips

Example: The student has a learning disability that impacts her ability to read. She has more difficulty with word decoding and spelling than comprehension. Completing reading tasks is difficult and slow. She does not qualify for Special Education services, but there is ample evaluative evidence that she is substantially limited in the major life activity of learning.

Example: The student has a special health care problem that requires clean intermittent catheterization twice each day during the school day. For purposes of this example this condition substantially limiting in the major life activity of caring for oneself.

· Provide trained personnel to perform special medical procedures. Train for proper dispensing, monitoring, and distribution of medications, monitor for side effects

· Provide student with private location and time to perform procedures if independent

· Involve school nurse, family, school staff, and medical personnel in regular communication

Example: The student exhibits tics and some inappropriate gestures and sounds. For purposes of this example, the condition is substantially limiting in the major life activities of learning and caring for oneself.

· Provide alternative / larger work-space area or appropriate space for the child

· Direct instruction of compensatory strategies

· Adapt assignments if indicated

· Provide post-secondary or vocational transition planning

Traumatic Brain Injury

Example: The student sustained a brain injury in an automobile accident. Many academic and motor skills have been seriously affected by the injury. The student does not qualify for Special Education services. The condition is substantially limiting to the major life activities of learning and performing manual tasks.

Example: A student has a progressive medical disorder, which results in increasing loss of visual acuity. He now requires both enhanced lighting and enlarged print materials in order to read. For purposes of this example, the condition is substantially limiting in the major life activity of seeing.